CORRECTION OF SENSORIMOTOR DISORDERS IN CHILDREN BY MEANS OF CREATIVE OBJECT-BASED PRACTICAL ACTIVITY

Abstract

The article presents a concept for correcting sensorimotor disorders in children through creative object-based practical activity. A correctional program is proposed that focuses on teaching children new creative actions using novel objects. The program is grounded in the principles of creative constructology, which makes it possible to maximally activate the secondary and tertiary cortical fields of the brain, thereby enabling more complex higher-order forms of analysis and synthesis of new sensorimotor information. The developed correctional program includes four basic levels. The first, foundational level involves the sensory differentiation of new features and the focusing of attention on a specific relevant sensory modality. The second, sensory-integrative level includes work aimed at integrating individual sensory features into new holistic images and developing the ability to combine these features to create new representations. At the third level, work is carried out on integrating the child’s sensory and motor acts, with an emphasis on the statics and dynamics of actions with objects. The fourth level-object-based practical experimentation-involves the formation of figurative components of actions with objects, through which the intention for new actions with the object is developed. At each of these levels, the correction of sensorimotor disorders is implemented with consideration of the gradual complication of mechanisms for integrating sensory information and its transformation into corresponding creative experimental object-based practical actions. The methodological principles of analogization, combination, and reconstruction in the correctional process are implemented through methods such as sensory differentiation of an analogue, sensory integration of multiple analogues, and sensory differentiation of movement statics and dynamics. Under such conditions, all types of children’s work with new motor programs and practical actions with objects proceed as creative activity. This facilitates faster, more accurate, and higher-quality sensory responses, and fosters the development of a certain sensory «instrumentality», enabling the child to consciously distinguish specific qualities within the sensory flow for creative exploration and to become the author and «architect» of their own sensorimotor experience.